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SF 1842

Teacher licensure requirements modifications and professional development on dyslexia requirement provision

2025-2026 Regular Session Introduced by Liz Boldon and 3 co-sponsors

Minnesota bill mandates dyslexia professional development for teacher licensure to improve identification and instruction for dyslexic students in classrooms.

Author added Xiong
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Bill Summary · SF 1842

Legislative bill overview

SF 1842 modifies Minnesota's teacher licensure requirements by adding a mandatory professional development component on dyslexia instruction and identification. The bill adjusts existing licensure standards to incorporate evidence-based dyslexia training as a condition for teacher certification, with specific provisions for both initial licensure and ongoing professional development requirements.

Why is this important

Dyslexia affects approximately 5-15% of the population, yet many teachers lack adequate training to identify and support affected students. This bill addresses a documented gap in teacher preparation programs by ensuring educators have foundational knowledge in dyslexia science and intervention strategies, potentially improving literacy outcomes for struggling readers and reducing achievement gaps in early grades.

Potential points of contention

  • Implementation costs: Adding mandatory professional development creates expenses for school districts and teacher preparation programs, raising questions about funding mechanisms and fiscal impact
  • Timeline and workload: Current teachers may face challenges completing new requirements while managing full teaching loads, particularly if implementation deadlines are aggressive
  • Content standardization: Debate over which dyslexia curricula and training methods meet the requirement, and whether one-size-fits-all mandates account for varying student populations and regional literacy priorities

Compiled from official sources — confirm details with the bill’s official record.

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